Sebastian Velasquez Munayco
SHARENeurodiversity, as a paradigm, is the shield of this 21st century. Specialists in neuroscience, psychology, biology, genetics, education, among other fields of knowledge, have been observing that, despite having the same macrostructures, no two brains are the same. This means that, although we all have a prefrontal cortex that allows us to regulate our thoughts and emotions, it is not the same size and does not function in the same way in all brains. In some, this cortex is thinner and in others, thicker, which generates different levels of capabilities (less or greater facility, respectively, to regulate that desire to please all our desires).
If this is so in the general population, it increases its strength in those with identified syndromes and disorders; In other words, although we all have a unique and unrepeatable brain that makes us who we are, a group of the population has a brain that is further away from what we know as "normal" due to the size of its areas and the its operation. This is the case for people with attention deficit hyperactivity disorder (ADHD), autism spectrum disorder (ASD), Asperger's syndrome, specific learning disorder (eg, dyslexia and dyscalculia), mood disorders, mood (eg, bipolar disorder), etc. The brain, in many of these syndromes and disorders, has proven to function in a divergent way, that is, as if it were a sui generis biological articulation, with its own strengths and weaknesses. For example, research has shown that those with ADHD tend to be more creative, since their difficulty focusing their attention on a single task or concept, and their propensity to "daydream" puts their brains in a state of generation. of ideas without filters or value judgments. It is as if they are permanently in a creative condition that makes them natively inventive.
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However, being brains that do not function like the average, they stumble daily with a society built and standardized for centuries to sustain the famous, but misleading "normality". Not only must they zigzag to avoid constant overt or implicit criticism, a product of normative ignorance, but they are forced to "adapt" to a world that does not consider them and that has been designed solely and exclusively for people who do not need particular adjustments. greater. This is the daily bread for neurodiverse people, both on public roads, in transport, in schools, in institutes, in universities, in workplaces and even in the very homes where they should feel safe. . For many, opportunities have been systematically denied: from repetitive reproaches in classrooms that all they do is reduce the level of self-confidence, self-efficacy and self-esteem, to job selection processes whose profile only fits the people more average (this without considering the school and university evaluations that do not repair if a neurodiverse student is enrolled in the classroom).
But this situation is changing long, long, as they say in classical music to indicate a very slow tempo. Being modifications that require a great transformation in the way of thinking and perceiving the world, it is possible that it will be a scientific and sociocultural revolution that will take us all this century or even more. It will be, then, generation Z and the generation that follows in immediate order that carry out, proliferate and maintain the changes that are already taking place in various parts of the world. In the hands of these two generations, then, we place the hope of an increasingly diverse world.
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